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THE INTERNATIONALIZATION OF A HIGHER
EDUCATION INSTITUTION : THE CASE OF ISCAP /
IPP
ANABELA MESQUITA – CICE – ISCAP / IPP
OLIMPIO CASTILHO – ISCAP / IPP
AGENDA
 Introduction. Contextualization. Internationalization
 The case of ISCAP / IPP
INTRODUTION
 Internationalization is not a new concept. Look at history
 The need for internationalization of HEI today
 Internationalization does not happen in the same way or at the same pace in
all the institutions or countries
 Some focus on mobilities
 Other in collaboration or development of networks
 And some other have difficulties in starting the process
Report a case – the ISCAP (IPP)
INTERNATIONALIZATION
 Should be seen as
 the capacity of an institution to introduce an international dimension into an existing
structure and modus operandi,
 the capacity to become part of an international learning and knowledge ecossystem, in
order not only to benefit but also to contribute
Active role, contributing for the develpment of knowledge and levels of
education, training and learning
Needs the change of structures, modus operandi, mentalities
RELATION BETWEEN DIMENSIONS AND FORMATS OF
INTERNATIONALIZATION AND POSSIBLES ACTIVITIES
Dimensions / Forms Teaching Research Services to the community
Interchange and
International activities
Mobility of students, teachers,
staff
Interchange of
researchers; participation
and creation of
International networks
Recruiting foreign students for
internships
Training Training / curricula (formal
teaching) offered in English,
double degrees, joint degrees
(F2F, online, extension campus,
franchise)
Seminars /workshops Short duration training
International
dimension of the
curricula
Development of International
and intercultural competences,
seminars, workshops
Services to the community, extra
curricular activities with strong
international and intercultural
component
International projects R&D projects, research
collaboration
Development of international and
intercultural competences through
the involvement of partners in
several activities
CHALLENGES TO INTERNATIONALIZATION
 Lack of interest and motivation of teachers (maybe due to the lack of rewards)
 Costs of internationalization (It is necessary to invest time and money to sign and operationalize an
agreement)
 Internationalization is difficult to delegate – implies the involvement of the administration of the school,
frequents trips to know partners and maintain partnerships alive
 Not enough scholarships for mobility
 Intercultural challenge (international knowledge, intercultural competences)
 Language
 Quality of teaching (international institutions do not present the same quality level)
 Accreditation of programmes
 Recognition of competences
 Credit system
HOW TO INTERNATIONALIZE
 There are no recipes. Depends on each institution involved
 Strong leadership, inclusive participation, integrated actions, collaboration, open minds, adequate
culture
 1. Initiatives to internationalize students (mobilities), curricula (units in English) and then internationalize
the presence of the HEI
 2. Identify units that can be internationalized (a specific programme within a School, a specific School
within a university, etc.)
 3. Model of internationalization:
 A) Import – bring to the campus the exterior world
 B) Export – similar to the first one but in the other sense)
 C) Joint-venture (start with mobilities and then academic joint ventures, joint degrees, etc.)
 D) Partnership (DD)
 E) International campus (physical presence abroad)
BECOME INTERNATIONAL
EVOLUTION OF INTERNATIONALIZATION OF ISCAP /
IPP
DESCRIPTION OF THE CASE
 ISCAP – one of the schools of Polytechnic of Porto
 3900 students, 230 lecturers
 Undergraduate and graduate programmes
 Internationalization starts in 2004 with the creation of the International Office
(GRI)
MILESTONES
 2004 – Beginning of Internationalization with the creation of the International
Office (GRI)
 2005 – Member of the European Network SPACE
 2006 – International Week
 2008 – Units in English for foreign students; Orientation Week for foreign
students
 2011 – Cultures on the Move- dissemination of the culture of foreign
students; COMAP (students help welcoming other students)
 2012 – First double diploma
 2014 – First Joint programme
MOBILITIES IN FIGURES (LAST 4 YEARS)
2010/2013 2014 (2ºS 13-14) +
(1ºS 14-15)
2010-2013 2014 (2ºS 13-14) +
(1ºS 14-15)
Students 196 233 68 69
Teachers 35 54 12 14
Staff 32 19 2 9
INcoming OUTgoing
PROJECTS
PROJECTS IN FIGURES
ano n.º de projetos
2005 1
2008 3
2009 2
2010 5
2011 7
2012 5
2013 5
2014 5
total 33
0
1
2
3
4
5
6
7
8
2005 2008 2009 2010 2011 2012 2013 2014
4 coordinated by ISCAP
4 active now. 1 coordination
LESSONS LEARNED
 Started with mobilities of students (easy, scholarships). In 10 years the number of mobilities
increase from almost 0 to about 200
 Creation of the International Office, nomination of a person in charge of this Office (with
adequate competences and motivation)
 Strong support from the administration of the institution
 Participation in European Networks (in this case it was SPACE network). It helped to provide
contacts, to let partners to know the school, to build a reputation and image outside the
country, build trust.
 Trust – very important for the development of Double Diplomas and Joint Degrees /
Programmes
 Financial support (e.g. organization of events, trips to the meetings of the network,
participation in other international events)
 Involvement of Students’ Union (welcome students, help integration of foreign students)
 During international events organized at school we involved the community, local businesses
that promoted their products
 With scholarships for mobilities, we tried to rationalize those for teachers with the objective to
increase the number of mobilities (there are more teachers than scholarships)
 Development of an international programme totally in English
 Offer English courses for teachers
 Motivation and involvement of teachers
CONCLUSION
 Not an easy task
 Several factors involved
 Strategic decision
 Must be seen as an investment in the future
?
Anabela Mesquita
Olimpio Castilho
sarmento@iscap.ipp.pt

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The internationalization of a higher education institution: The case of ISCAP / IPP

  • 1. THE INTERNATIONALIZATION OF A HIGHER EDUCATION INSTITUTION : THE CASE OF ISCAP / IPP ANABELA MESQUITA – CICE – ISCAP / IPP OLIMPIO CASTILHO – ISCAP / IPP
  • 2. AGENDA  Introduction. Contextualization. Internationalization  The case of ISCAP / IPP
  • 3. INTRODUTION  Internationalization is not a new concept. Look at history  The need for internationalization of HEI today  Internationalization does not happen in the same way or at the same pace in all the institutions or countries  Some focus on mobilities  Other in collaboration or development of networks  And some other have difficulties in starting the process Report a case – the ISCAP (IPP)
  • 4. INTERNATIONALIZATION  Should be seen as  the capacity of an institution to introduce an international dimension into an existing structure and modus operandi,  the capacity to become part of an international learning and knowledge ecossystem, in order not only to benefit but also to contribute Active role, contributing for the develpment of knowledge and levels of education, training and learning Needs the change of structures, modus operandi, mentalities
  • 5. RELATION BETWEEN DIMENSIONS AND FORMATS OF INTERNATIONALIZATION AND POSSIBLES ACTIVITIES Dimensions / Forms Teaching Research Services to the community Interchange and International activities Mobility of students, teachers, staff Interchange of researchers; participation and creation of International networks Recruiting foreign students for internships Training Training / curricula (formal teaching) offered in English, double degrees, joint degrees (F2F, online, extension campus, franchise) Seminars /workshops Short duration training International dimension of the curricula Development of International and intercultural competences, seminars, workshops Services to the community, extra curricular activities with strong international and intercultural component International projects R&D projects, research collaboration Development of international and intercultural competences through the involvement of partners in several activities
  • 6. CHALLENGES TO INTERNATIONALIZATION  Lack of interest and motivation of teachers (maybe due to the lack of rewards)  Costs of internationalization (It is necessary to invest time and money to sign and operationalize an agreement)  Internationalization is difficult to delegate – implies the involvement of the administration of the school, frequents trips to know partners and maintain partnerships alive  Not enough scholarships for mobility  Intercultural challenge (international knowledge, intercultural competences)  Language  Quality of teaching (international institutions do not present the same quality level)  Accreditation of programmes  Recognition of competences  Credit system
  • 7. HOW TO INTERNATIONALIZE  There are no recipes. Depends on each institution involved  Strong leadership, inclusive participation, integrated actions, collaboration, open minds, adequate culture  1. Initiatives to internationalize students (mobilities), curricula (units in English) and then internationalize the presence of the HEI  2. Identify units that can be internationalized (a specific programme within a School, a specific School within a university, etc.)  3. Model of internationalization:  A) Import – bring to the campus the exterior world  B) Export – similar to the first one but in the other sense)  C) Joint-venture (start with mobilities and then academic joint ventures, joint degrees, etc.)  D) Partnership (DD)  E) International campus (physical presence abroad) BECOME INTERNATIONAL
  • 9. DESCRIPTION OF THE CASE  ISCAP – one of the schools of Polytechnic of Porto  3900 students, 230 lecturers  Undergraduate and graduate programmes  Internationalization starts in 2004 with the creation of the International Office (GRI)
  • 10. MILESTONES  2004 – Beginning of Internationalization with the creation of the International Office (GRI)  2005 – Member of the European Network SPACE  2006 – International Week  2008 – Units in English for foreign students; Orientation Week for foreign students  2011 – Cultures on the Move- dissemination of the culture of foreign students; COMAP (students help welcoming other students)  2012 – First double diploma  2014 – First Joint programme
  • 11. MOBILITIES IN FIGURES (LAST 4 YEARS) 2010/2013 2014 (2ºS 13-14) + (1ºS 14-15) 2010-2013 2014 (2ºS 13-14) + (1ºS 14-15) Students 196 233 68 69 Teachers 35 54 12 14 Staff 32 19 2 9 INcoming OUTgoing
  • 13. PROJECTS IN FIGURES ano n.º de projetos 2005 1 2008 3 2009 2 2010 5 2011 7 2012 5 2013 5 2014 5 total 33 0 1 2 3 4 5 6 7 8 2005 2008 2009 2010 2011 2012 2013 2014 4 coordinated by ISCAP 4 active now. 1 coordination
  • 15.  Started with mobilities of students (easy, scholarships). In 10 years the number of mobilities increase from almost 0 to about 200  Creation of the International Office, nomination of a person in charge of this Office (with adequate competences and motivation)  Strong support from the administration of the institution  Participation in European Networks (in this case it was SPACE network). It helped to provide contacts, to let partners to know the school, to build a reputation and image outside the country, build trust.  Trust – very important for the development of Double Diplomas and Joint Degrees / Programmes  Financial support (e.g. organization of events, trips to the meetings of the network, participation in other international events)
  • 16.  Involvement of Students’ Union (welcome students, help integration of foreign students)  During international events organized at school we involved the community, local businesses that promoted their products  With scholarships for mobilities, we tried to rationalize those for teachers with the objective to increase the number of mobilities (there are more teachers than scholarships)  Development of an international programme totally in English  Offer English courses for teachers  Motivation and involvement of teachers
  • 17. CONCLUSION  Not an easy task  Several factors involved  Strategic decision  Must be seen as an investment in the future

Editor's Notes

  1. For centuries teachers and students crossed borders in the search for knowledge. In the last decades some factors intensified the international dimension of HE: > changes in the educational system > changes in the policies of HEI due to globalization and the development of knowledge economy These pressures are forcing HEI to adapt, to change, to develop new attitudes and culture, more open to the exterior. Competition is now global. Consequences of globalization: > creation of rankings – shanghai, U-Multirank > increase in mobility
  2. Internationalization can be seen according to different perspectives. This table summarizes findings. It can be seen as mobility, international connections, participation in projects, international academic programmes, research. Study programmes using different types of distribution (F2F, distance, extension campus, franchise)